Performance-Based Rankings and School Quality
研究学生如何从动态的绩效排名推断学校质量，发现优先录取高能力学生或降低距离权重能提高排名信息含量。
Abstract I study students’ inferences about school quality from performance-based rankings in a dynamic setting. Schools differ in location and unobserved quality; students differ in location and ability. Short-lived students observe a school ranking as a signal about schools’ relative qualities, but this signal also depends on the abilities of schools’ past intakes. Students apply to schools, trading off expected quality against proximity. Oversubscribed schools select applicants based on an admission rule. In steady-state equilibrium, I find that rankings are more informative if more able applicants are given priority in admissions or if students care less about distance to school.